SRJC Course Outlines

7/6/2022 7:02:23 AMCHLD 96 Course Outline as of Fall 2021

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  CHLD 96Title:  CHLD & FAM STRESS/LOSS  
Full Title:  Working Through Stress and Loss With Children and Families
Last Reviewed:10/12/2020

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled06 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total Student Learning Hours: 157.50 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly: 

Catalog Description:
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This course focuses on family stress and the effects on children and their families.  The course is designed to enhance the ability of parents, childcare providers, teachers, and other professionals to understand and support children and their families through difficult challenges and transitions. Topics include: fostering resilience; changes in family structure; incarceration, illness (physical and mental) and death; exposure to violence in and out of the home; traumatic events; substance abuse; bullying, bias and discrimination.

Prerequisites/Corequisites:


Recommended Preparation:
Eligibility for ENGL 1A or ESL 10 or equivalent or appropriate placement based on AB705 mandates

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
This course focuses on family stress and the effects on children and their families.  The course is designed to enhance the ability of parents, childcare providers, teachers, and other professionals to understand and support children and their families through difficult challenges and transitions. Topics include: fostering resilience; changes in family structure; incarceration, illness (physical and mental) and death; exposure to violence in and out of the home; traumatic events; substance abuse; bullying, bias and discrimination.
(Grade or P/NP)

Prerequisites:
Recommended:Eligibility for ENGL 1A or ESL 10 or equivalent or appropriate placement based on AB705 mandates
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:Effective:Inactive:
 Area:
 
CSU GE:Transfer Area Effective:Inactive:
 
IGETC:Transfer Area Effective:Inactive:
 
CSU Transfer:TransferableEffective:Fall 2014Inactive:
 
UC Transfer:Effective:Inactive:
 
C-ID:

Certificate/Major Applicable: Both Certificate and Major Applicable



COURSE CONTENT

Student Learning Outcomes:
Upon completion of the course, students will be able to:
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1. Identify, analyze and describe the types of stress and loss faced by children and their families.
2. Implement appropriate strategies to support children and their families who are experiencing stress and loss.
3. Identify community resources and support services for families dealing with stress and loss.
 

Objectives: Untitled document
Students will be able to:
 
1. Identify the social contexts in which family stressors occur.
2. Analyze the varying effects of crisis, trauma and loss on children and families.
3. Apply strategies for communicating effectively with children, families, co-workers and other
    professionals affected by family stress and loss.
4. Develop strategies that assist children and families in coping with and healing from stress and
    loss at home, at school and in their community.
5. Recognize how early childhood teachers' own experiences, beliefs, and values affect their
    interactions with children and their families.
6. Evaluate literature and community resources relating to family stress and loss, and refer
    children and families to appropriate services.

Topics and Scope
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I. Context of Stress and Loss
    A. Definitions of key terms
         1. stress
         2. loss
         3. crisis
         4. trauma
         5. grief      
    B. Factors relating to the ecology of the family
          1. Bronfenbrenner's Ecological Systems Model
         2. Stress and loss factors in the ecological systems model
              i.   Microsystem
              ii.  Mesosystem
               iii. Exosystem
               iv. Macrosystem
               v.  Chronosystem
     C. Risk factors for children and families
          1. Societal myths
          2. Stress inventories for children and adults
          3. Adverse childhood experiences
           4. Neurobiological considerations
    D. Protective factors and resilience
         1. Resiliency variables in temperament and personality
         2. Protective factors in families
          3.  Community and school resources as protective factors
     E. Developmental signs and symptoms
          1. Emotional responses
         2. Cognitive responses
         3. Behavioral responses
 
II. Types of Stress and Loss
    A. Transitional
         1. Moving and homelessness
         2. Mental illness
         3. Substance abuse
         4. Parental job loss
         5. Military deployment
    B. Developmental stress
          1. Loss of childhood
          2. Puberty and physical changes
          3. Gender identity and sexuality
          4. School transitions
          5. Disability
          6. Bullying, bias, and discrimination
    C. Family life-cycle changes
          1. Divorce, remarriage, step-parenting
          2. Adoption and foster care
          3. New baby
          4. Death of family member
         5. Chronic or terminal illness
     D. Tragic loss
          1. Sudden death
          2. Natural disaster
     E. Stigmatic loss
         1. Child maltreatment
          2. Domestic violence
          3. Substance abuse
          4. Parental incarceration
          5. Murder and suicide
 
III. Working with Children and Families
     A. Relationships with children in a cultural context
          1. Communication strategies
          2. Children's literature
          3. Safe environments
          4. Strategies for daily activities
          5. Trauma informed care
    B. Relationships with families in a cultural context
          1. Communication strategies
          2. Family strengths
          3. Literature for adults
          4. Social supports
              i.   Organizations and services
               ii.  Reporting and referral processes
              iii. Supports for families of children with special needs
 
IV. Stress Management for Parents and Professionals
     A. Community resources and literature
     B. Interpreting personal experiences, beliefs, and values

Assignments:
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1. Read text and instructor-provided handouts; approximately 20 pages per week.
2. Weekly journals or response papers, approximately 2 pages per journal or response paper, that
    demonstrate reflective and critical thinking.
3. Group research project on selected topic requiring research and an interactive, in-class
    presentation of approximately 10 minutes.
4. Oral report, approximately 5 minutes, on a local social service agency or professional service
    that provides support to children and families dealing with stress and loss.
5. Exams (2-5) on readings, terminology, presentations, and lectures.
6. Term portfolio (case study or other in-depth study using scenarios, research and application of
    theory and terminology); approximately 10 pages.

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
30 - 50%
Journals or response papers, term portfolio
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
0 - 0%
None
Exams: All forms of formal testing, other than skill performance exams.Exams
20 - 30%
Exams
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
20 - 40%
Class participation; group research project, oral report on local services, portfolio


Representative Textbooks and Materials:
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Counseling Children and Adolescents Through Grief and Loss. Fiorin, Jody and Mullen, Jodi Ann. Research Press. 2006  (classic)
 
Instructor prepared materials

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